In the current South African context there is a strong likelihood of the occurrence of trauma incidents that involve people of different races. Anecdotal evidence suggests that this has contributed to the increased expression of negative racial sentiments by victims of trauma, especially in crime related trauma, when the perpetrator/s are of a different race group to the victim. This research study locates itself within the small number of studies that have sought to engage with the problem of negative racial sentiments as a response to trauma. This study focused particularly on the observations, explanations and interventions of volunteer counsellors in having to engage with this content in traumatized clients. The study sought to understand the impact that the expression of negative racial sentiments had on the process of trauma counselling and debriefing and on counsellors personally. The research was operationalized within a hermeneutically oriented qualitative research framework. The participant group was comprised of 11 volunteer counsellors from different parts of Johannesburg and from different organizations. Participants were chosen through purposive sampling and face to face semi-structured interviews were used as the method of data collection. Thematic content analysis was employed to analyze the interview texts. The findings suggest that negative racial sentiments are a commonly occurring response following a trauma. Counsellors predominantly understand negative racial sentiments to be part of the trauma symptom pattern, in that they explain such responses as ‘trigger’ reactions. Counsellors also understood the sentiments to represent pre-existing prejudice, exaggerated and re-evoked by the trauma. The findings indicate that counsellors were developing and utilizing skills and interventions mainly of their own design in engaging with negative racial sentiments, as they are generally not trained on how to engage with this content in trauma counselling. Counsellors use interventions such as normalizing, psychoeducation and CBT based interventions when they do intervene, but in some cases make a choice not to intervene. Counsellors reported considerable discomfort and suggested that although case by case intervention was important, some guidance as to how to work in this area would be useful. The contextual nature of the problem and related interventions was also highlighted.

Thesis advisor: Zine Magubane / Considering the extent and nature of violence against LGBTQ+ communities and communities of color in the United States, this paper assesses the significance of the "protected" status of populations under the United Nations' genocide policy. Despite the fact that people of color are considered a "protected" group and LGBTQ+ persons are not, this study explores how a structural foundation of co-dependent capitalism and colonialism target both populations similarly. The author considers the extent to which violence against both populations meets criteria for genocidal risk factors and definitions, suggesting a case for concern for the unprotected status of queer folks and the state of violence against people of color today. / Thesis (BA) — Boston College, 2018. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Anti-racist training has been put forward as a method to ameliorate the achievement gap that exists between Black students and their White peers. Such training requires clear goals and measurable outcomes. This study focused on an anti-racist program (EMI) run collaboratively by nine predominantly White school districts west of Boston which are members of the Boston desegregation program (METCO). This program is intended to change educators' racial attitudes, which founders and supporters of the program believe undermine the academic success of students of color. Qualitative methods were employed to collect data from eight instructors, six Board Members who are superintendents in the collaborating school districts, and eleven teachers who participated in the program in 2000 or 2001. The research effort was to understand the purposes and methods of the training and its self-reported effects in light of the program's purported mission. Findings revealed common themes and were analyzed in relation to the historical foundations of anti-racist education and theories of organizational, attitude, and cognitive change. Three findings are noteworthy. The central finding is that the intended aims, goals, and vision of the EMI instructors, former participants, and Board Members were mutually inconsistent. Specifically, tension existed between the desire for anti-racist activism by the instructors and a democratic multiculturalism that characterized most of its participants and Board Members. This created a deep ideological division, and made a successful transformational experience unlikely. Second, interview data revealed conflicting priorities with regard to anti-racist training within the EMI collaborative school districts. The attempt to balance continuing support for the program with a range of other priorities raised questions about the ability of the participating school districts to maintain their commitment to anti-racist training. Third, the data provided no evidence that this anti-racist training promoted a change in the participants' racial identity. On the contrary, a sustained Eurocentric approach toward students of color appeared to be the continuing the norm in these school districts. These findings suggest that professional training programs aimed at higher student achievement, a distal goal of this anti-racist program, require shared goals and clear assessment, effective educational strategies, and measurable, student-based outcomes. / 2031-01-01

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

This research challenges understandings of racism through a drama based education praxis. The thesis structure is informed by the inquiry into the two part research question: How can critically reflecting on my praxis deepen my understanding of anti-racism processes in Australia? How can I document, evaluate and communicate my praxis? I situate the research in a qualitative methodology. I discuss the choice of narrative inquiry, arts-based inquiry and creative action research. I augment this with intuitive inquiry and explore lived experience research of hermeneutic phenomenology as applied to education and the social world and include first-person research. The creative action research is in three stages. The thesis is written in six chapters with a provocation, a prologue, an epilogue and appendices. The structure of the writing follows the stages of development of a drama-based experiential learning process. In the praxis chapters, I present theory and practice together, where the practice is presented as narratives that illuminate the theory. These stories of practice are usually followed by praxis discussions that are reflections on the practice in the light of the theory. Cultural conflicts such as racism can be transformed through drama education into intercultural communication and education. My argument is that taking steps towards ecology of culture in Australia today could significantly influence both the multicultural and the ecological projects / Doctor of Philosophy (PhD)

Thesis (M.A.)--Ohio State University, 1984. / Includes bibliographical references (leaves 96-99). Available online via OhioLINK's ETD Center.

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Jan. 5, 2010). Advisor: Cynthia Osborn. Keywords: interracial marriage, African American and Caucasian interracial marriage, multicultural marriages, Q methodology, prejudice, black and white marriages, miscegenation, anti-miscegenation, perceptions of interracial marriages, Black studies, Black history. Includes bibliographical references (p. 269-286).

Thesis (M.A.)--York University, 2007. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 40-46). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR38767

Thesis (Ed. D.)--National-Louis University. / Bibliography: leaves 150-154.

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / Includes bibliographical references (leaves [112]-[115]).